Payne Elizabethe, Smith Melissa
a The Queering Education Research Institute, Syracuse University , Syracuse , New York , USA.
J Homosex. 2014;61(3):399-418. doi: 10.1080/00918369.2013.842430.
Increased visibility of transgender children requires elementary school professionals to take on issues of gender diversity, sex and sexuality, which are considered taboo in elementary school spaces. School professionals who have worked with transgender children were interviewed about their experience with these students, perceptions of their school's success in supporting them, and recommendations for information and resources needed by schools to provide support. Findings indicate that fear and anxiety are common educator responses to the presence of a transgender child and the disruption of the gender binary, and these emotions are limiting the possibilities for schools to affirm transgender identity.
跨性别儿童越来越受到关注，这就要求小学教育工作者应对性别多样性、性别与性取向等问题，而这些问题在小学环境中被视为禁忌。研究人员采访了曾与跨性别儿童打过交道的学校教育工作者，了解他们与这些学生打交道的经历、对学校在支持跨性别学生方面所取得成功的看法，以及对学校提供支持所需信息和资源的建议。研究结果表明，恐惧和焦虑是教育工作者面对跨性别儿童以及性别二元性被打破时常见的反应，而这些情绪限制了学校认可跨性别身份的可能性。
